Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 31 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 71% 69% -3 67%
Recognition of race & culture 43% 37% -6 35%
Holding growth mindsets 54% 58% 5 63%
Having high expectations and beliefs 100% 89% -12 81%
Taking accountability for equitable instruction 95% 91% -4 82%
n = 34 n = 31 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 66% 66% 0 62%
Trust in fellow teachers 93% 73% -20 65%
Connectedness to fellow teachers 69% 87% 18 76%
Have influence over professional learning 31% 33% 2 44%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% 1 62%
n = 29 n = 30 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 70% 73% 4 22%
ELA instructional shifts 72% 74% 2 22%
Fluency 56% 50% -6 15%
Text complexity 78% 86% 8 25%
Close reading 70% 74% 4 22%
Building knowledge 60% 75% 15 22%
Supporting students with unfinished learning 76% 82% 6 24%
n = 10 n = 10 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 61% 62% 2 46%
Math instructional shifts 55% 55% 1 42%
Equitable Math Instruction 71% 74% 4 53%
Supporting students with unfinished learning 63% 72% 10 53%
Effective Teaching Practices 58% 53% -5 41%
n = 24 n = 24 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on…           Overall score 100% 75% -25 9%
Whether the lesson is focused on a high-quality text or task 100% 75% -25 9%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% -25 9%
Whether all students have opportunities to engage in the work of the lesson 100% 75% -25 9%
n = 5 n = 4 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
[1] "teachers"   "helpful"    "curriculum"
Quotes from "Overall, what went well in this professional learning?"

"The instructors were so approachable and I made me feel
comfortable in asking questions if I needed to!"

"Links to materials seemed clearest today of all sessions so
far. This session felt more tightly aligned within itself
today than others have."

"This course has been very helpful in getting familiar with
a new curriculum. The setting was very friendly and safe
to share ideas. I was awesome to be able to work with other
teachers in our district."

"I think this whole course worked well for me. I learned a
lot from the independent work. In class, being able to talk
to other teachers at my grade level was very helpful."

"I think what went well in this course is the lesson learn
how to navigate curriculum, the assessment, analysis of data
and student placement in different micro-phases . Overall,
this training is what we really need to implement the
foundational skills block."

"Very informative and helpful to have a change to talk with
other teachers/coaches."

"Being able to breakdown guidebooks into expectations and
individual lesson plans."

"More information and PD artifacts to share with my teachers.
Small group discussion. Practicing the IPG."

"I appreciate the asynchronous learning opportunities that
allowed us to be off zoom for periods of time."

"It was great to communicate and problem solve with other
teachers using this curriculum and to share helpful tips and
feedback with each other."

Comments on Improving Experience
[1] "feel"      "ideas"     "materials"
Quotes from "What could have improved your experience?"

"My technological meltdowns detract from my experiences.
i.e. I must have made a mistake. I guess Mandi was the only
facilitator. I couldn't find Ryan's name who was excellent
also. These type of issues upset me. It gives me insight as
to how a student must feel who struggles."

"I really miss seeing our instructors face-to-face. I think
that being able to do this training during the work day
is going to be essential to continuing this work in our
district."

"to have complete clarification on how to reach some of
courses and material would feel that you were not behind or
to have it on a one time place meaning one area to access
all materials in one location"

"Clear directions with dates and specific quidelines. I was
confused about what we are uploading into schoology."

"I hope we can reconvene sometime next year, in person, to
catch up with everyone. There is such a wealth of knowledge
in this group."

"Being able to share our re-engagment lesson with someone to
hear feedback or how they would do it."

"Unfortunately there is not a Pre-K EL Curriculum yet so I
would have liked more ideas how I could apply/ modify what I
have learned to use in my classroom."

"Timing of this meeting was difficult. It is a very hard
transition as we are so very busy right now. This work is
very important, but there is so much to do right now!!!"

"Giving teachers realistic ideas for conducting rotations
in their classrooms, with COVID in mind. (can't share
materials)How to conduct rotations in a way to so that it
doesn't interfere with small groups that are going on at
the same time.Sharing activities with us to use with our
students."

"Nothing you could do...I need my team to be on board and
with me. I will try for next time."

Additional Comments
[1] "math"      "resources" "teachers" 
Quotes from "Do you have additional comments?"

"Thanks for helping me with getting excited about the new
Math series This was the first "inservice" I had with
Eureka."

"The instructors are so down to earth and knowledgable. They
made me feel excited to improve my math teaching!"

"Would like additional resources on the progression examples
in the CVA Progressions Worksheet. Are there any resources
out there? Has anyone done this with different common core
topics/stands?"

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."

"Instructors should know in advance what materials the
teachers actually have access to and remember, you have been
navigating this material for a long time and we haven't.
Nothing worse than struggling to find something that
someone telling you how easy it is to find, to make you feel
inadequate."

"I wish we would have touched on how to actually deliver day
to day lesson instruction in a virtual setting."

"Would love to see a bank of short videos on the Schoology
site that could be used with teachers. It takes so long
to find good, strong video examples. Thanks for all of the
resources you have already shared through this series."

"I enjoyed it. Really loved being able to focus on materials
we use and plan for future lessons."

"an outlet I would see it to have some packet or like book to
have all the information in one area to highlight or write
notes down. pn. I think some may have this beneficial, We
are all different learners"

"I wish the District could also offer us an advance training
to learn more about this curriculum and required all
teachers who are using the curriculum to attend."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

Return to Website

info@teachinglab.org